Page 1031 - Week 03 - Wednesday, 21 March 2012
Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . . PDF . . . . Video
(g) that young people with a disability and high support needs who require ongoing alternatives to paid employment after leaving school, may be eligible for Community Access Services funding;
(h) that currently, the maximum level of formal support for people wishing to access existing services is equivalent to 12 hours per week;
(i) that currently, the maximum level of funding that Disability ACT will allocate for individual support options is $15 000 per year to create unique supports around the young person and their carers; and
(j) that post school there is a reduction in the number of hours of meaningful recreational, educational and social opportunities provided to many young people with a disability, and this often leads to negative outcomes for both the young person and their carers; and
(2) calls on the ACT Government to:
(a) assess the need for young people and their families and carers to begin structured and dedicated planning for post school options support before year 11;
(b) explore examples of best practice in providing structured day services, with a focus on providing social inclusion, education, training and recreational opportunities for people with a disability, such as the Victorian model of day services; and
(c) undertake longitudinal qualitative research with a sample of young people with a disability who have left school, over a period of four years, on their experiences and outcomes.
The motion I present today is intended to increase support to young people, and their parents and carers, at a vitally important transition point in their lives; namely, when they enter young adulthood, and leave school. Each year in the ACT, according to the Community Services Directorate, approximately 50 young people with a disability leave public school education. For many young people this can be a time of change and excitement as they start to exercise more independence, seek employment, or go into further education and training.
However, for some young people with a disability, and their families this is a time of great stress, as they search for positive, meaningful and sustainable post-school options. Many of these families are faced with a confusing array of services and often inadequate support options. They may find themselves faced with long waiting lists for some programs and insufficient funding to actively engage in further education and training or supported employment places.
Parents, carers and young people may be faced with uncertainty, increased financial concerns, accommodation issues and the need for greater day-to-day support. For those young people who are seeking further education or employment, this time can be one of anxiety and stress as they seek to find appropriate and sustainable career
Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Debates(HTML) . . . . PDF . . . . Video